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tv   Secretary John King Discusses Education Policy  CSPAN  December 14, 2016 10:00am-11:01am EST

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hope that is all right. that is the way i look at it. host: craig, appreciate you calling. you are the last call on the program. we'll do it tomorrow, though. nother program comes your way at 7:00 tomorrow morning, thanks for watching today, we'll see you then. >> a live view of the trump tower donald trump continues to meet with prospective cabinet nominees and senior potential members of his administration. this morning, they officially announced the nomination of rick perry to be energy secretary.
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the statement saying in part as the governor in texas, rick perry created a business climate produced millions of new jobs thate will bring some of for the entire country. the announcement made if it -- official by the trump team.
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[indistinct conversations]
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>> we saw treasury secretary steve. steve nook and -- you can continue to watch online at c-span.org. live to the center for american progress john king, the education secretary, is being introduced to her looking back at the obama administration and
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what is ahead in education. >> exploring innovative and cost-effective ways to help students and teachers. king has been a fierce dollars, of taxpayer tracking down colleges. through his leadership, states have expanded access to preschools using programs like preschool development grants and race to the top early learning challenge. he championed diversity, and out the new competition to promote economic diversity in schools. with a tight timeline, he and his team have developed key regulations for the every student succeeds act that strike an important balance between respecting state -- autonomy and protecting marginalized students. we still have work to do. going forward, we must build on president obama's achievements. states will lead the way,
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foring a clear vision education systems. the next administration must play its part. embraceymakers, we must accountability and provide districts and schools with necessary resources to give every child a chance at success in college, career, and life. no one understands that better than secretary king. secretary king learned the power of education from a very early age. illness took his parents far too soon, it was the teachers who stepped in to play a critical role in his life. dedicated his professional life to public education ever since, serving students in puerto rico, massachusetts, new york, and all across the nation. we are thrilled to have him here and honored to count him as a partner in our efforts to build a better future for all of our children.
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please join me in welcoming the secretary of education, john king. [applause] sec. king: good morning. thanks to the center for american progress for having me this morning. i want to thank all of you for being here. dynamic education leaders. we have invited you to be here with us because you represent the future. you give me hope in our ability to continue making progress. i know you're working hard to bring about the day when equality and educational opportunities available to our children is not determined by their race or zip code. the language they speak at home, or their family income, or whether they have a disability. thatw you believe as i do education is a ladder.
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run by wrong, it helps people reach places that would otherwise be an impossible climb. when individuals have the chance heights, ourt society and way of life becomes stronger and better with every step they take. i am here today to ask you to act only on those beliefs. strong, equitable public education is central to a healthy democracy, in a thriving economy, and now is the moment for us to set aside policy differences that we have let divide us and move forward defendr courageously to and extend this fundamental american institution. seen the powerful results that curis and hard work can deliver. i have seen them. a publict my career as school educator, i have seen them in the district of columbia and the 31 states i have visited since i came to washington. as you may know, and as mentioned, my life offers more
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proof. i lost both of my parents when i was a kid. my mom when i was eight and my dad when i was 12. growing up in new york city public schools. it was new york city public school teachers who saved my life and made cool a safe haven for me. makes -- they made school that -- a place that was compelling and interesting and safe. it was a well-rounded curriculum they provided that held to give me a sense of hope and understanding of what was possible in life. my commitment in the work is deeply personal. it is rooted in my background as a high school social studies ofcher, and as a student history. american history, like all human history, includes advances toward and retreats from our highest ideal. the history of public education steperica is also this toward and viciousness and inclusivity, equity, and at -- and excellence. education has always been
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central to our progress. education gave thomas jefferson alexander hamilton the tools and the vision to transform a colonial outpost into a great and powerful nation that inspires people across the globe. it allowed william lloyd garrison and frederick douglass to challenge the institution of slavery. bucation inspired susan anthony to demand the right of women to help shape our democracy with their votes. it was education that helped martin luther king jr. and john thes to find the words and bravery to inspire a generation to march toward a brighter and more equal future. the work of forming a more perfect union continues. as it ever has and always must. we must continue to press on firm in the knowledge that when we pull others up, they do not pull us down. when the light of opportunity shines on those who lack it, it is not for those who are already in its globe.
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the light of opportunity shines more brightly and widely today than it did eight years ago. thanks to the hard work of teachers and leaders, students and families, policymakers and advocates, the graduation rate is 83%, an all-time high. achievement gaps are closing particularly in science and the most recent graduating classroom college was the largest and most diverse in history. progress, more is required to meet the challenges our nation will face in the years to come. students still do not finish high school and when they do, too many are not ready for college. the relationship between poverty and educational achievement in the u.s. is among the strongest in the world. ensuring more americans get the knowledge and skills needed to succeed in our country matters now more than ever. the relationship between poverty and educational achievementas re with only a high school education could all five for nearly three quarters of the nation's jobs.
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today, the number is below 40%. 95% ofent analysis found the jobs created since 2008 required some post secretary education or training. think about that. you did not finish high school or even if you graduated, you could knock on 95 doors looking for a job before one opens. a higherelse without education will be trying to squeeze through the last five doors alongside of you. in a societyugh for those already prosperous, to prosper, unless we are ensuring can all americans meaningfully participate in our nation's growth, our nation will not succeed. simple fact confirmed by research is reducing income inequality positively influences economic out that. chance,ryone has a fair full societies are healthier, better off, and more productive.
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some will argue that equity conflicts with liberty. it is not liberty when the happenstance of birth binds a child to a life of limited possibilities. chew liberty is the opportunity to take your lives as are as our tribes and our talent allow. heardedge of allegiance in american classrooms every day affirms that in this republic, liberty and justice are the tool and enduring birthright of all. not some, but all. as long as that pledge stands, we can never separate the question liberty from the fight for social and economic justice. when i talk about these lofty ideals, i think about students who made it, as well as those who did not. i think all the time about a student of mine named herman, a middle school student at roxbury prep who was doing well at high
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school and had a bright future ahead of him. one day, he was mistaken for someone else and he was killed by another young man in his neighborhood, not much older than herman. that moment, the world lost the benefit of both of their potential. benefitmilies lost the of both of their potential. chances are like herman, the young man who killed him, a bubbly five-year-old, hand raised, asking his question of his teacher, herman had the opportunity and the young man who killed him did not. i often find myself thinking about all of that lost promise. ask, look at society and our schools have done to offer health -- help and hope so he did not wind up on that street corner, gun in hand, anger and hatred and his heart. i also think about my student, a quiet and shy sixth-grader.
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her math teacher noticed how well she was doing. she was encouraged to sit down and tutor her fellow student. school staff turned out to play -- watch her play soccer and cheer her on. with the opportunities to lead and recognition, she thrived and decided to become a teacher. graduated from boston college. returned to teach math to others just like her. she is now the dean of students at the school. what will it take to create an america where opportunity is plentiful and prosperity is widely shared? hermits --se fewer hermans and prepare more of her? making this vision a reality will take more hard work. it is work we can do together. we have a choice to make, continue to argue amongst ourselves about disagreements,
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or work together in pursuit of larger goals. i am not saying we will agree on every tactic or every strategy. i am saying we can reject false dichotomies and disparaging rhetoric. can stop questioning our allies intentions and fight side-by-side for the belief that every student in america has a a great public education. the passage of the new bipartisan every student succeeds act marks a perfect time to set aside old debates and moved together. think most of us can agree that the top down one size fits all approach of no child left behind was a blunt tool ill-suited to a nuanced task. essa rightly empowers leaders to develop strategies and address unique talents is -- talents and needs. it could usher in a wave of innovation and improvement in
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education. we should embrace it. mean everyot district should go it alone without guard rails for protecting students, guidelines for carrying it out, or the good ideas forged by tears through years of trial and toil. fundamentally a civil rights law, an extension of the promise of educational equity made in the original elementary and the educational act of 1965. we as leaders can embrace the potential of the law and do the that it iso see implemented in a way that delivers on the promise. or we can fall back on what is easy, cling to cynicism, and take comfort in the status quo. we also have a choice when it comes to high expectations for every student. i remember the pride i felt as a fifth grader at 276, when my teacher taught us how to read
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and understand shakespeare. i remember the bright spark in the eyes of a student i taught in high school in boston who did not always work as hard as he should at there was a moment where he discovered a passion for social studies working on a research paper about the harlem renaissance. the pain ander self doubt i've heard from countless students i've met across the country who arrived on college campuses only to discover they were not ready, and were required to take remedial courses. nearly every state in the country has established college and career ready standards. thewe must fight together inevitable efforts to water down those expectations and undercut efforts to improve the educational system when the work gets hard. toe importantly, we have invest in schools and teachers so they can help students meet the standards. we must have the courage to hold ourselves accountable for their
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success. without accountability, standards are meaningless. and equity is a charade. the wordks hear accountability in education and i think of tests and consequences. not betweence is tests and punished policies based on redundant or poor quality assessments or no tests and little insight as to how or whether our children are learning. those of us who have stood up for reasonable assessments have a responsibility to make sure fairer,s are better, and fewer, as president obama has called for. we can do that while providing teachers and families without people information about how students are doing, and we can do it without overburdening students. let's agree there is a balance. let's encourage states to use the highest quality assessments.
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demonstrating what they're learning to creative thinking and problem solving rather than rote memorization. and it is about so much more than tests. together, let's help states of developed accountability systems that are rich and varied and include measures such as chronic absenteeism, access to advanced coursework, new approaches to discipline that help students improve behavior and academic achievements. as we choose to strike a better balance on accountability and testing, let's also resist the false choice between allowing public charter school and supporting traditional district public schools. the primary concern should not be the management structure of school. it should be whether schools serve all students well. schools in places like new york, los angeles, and rio grande valley, our public charter schools closing the
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achievement gap and preparing graduates who finish college. as i saw just last week in boston, charters and district schools in many parts of the country are forming partnerships allowing them to learn from and be inspired by one another. if we believe that public schools will always be the bedrock of american democracy and opportunity, as i do, we should welcome good public charter schools as laboratories for innovation that can benefit all of education and supporters of public charter school, myself -- included, must recognize the grave effect that charter schools pose to the entire sector. we must demand that charter authorizes to set a high bar for granting a charter. therous monitoring of academic performance of charters and close failing schools. we must be equally rigorous in monitoring the performance and
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working to turn around the performance of ineffective district schools. supporting public charter schools and supporting district schools means demanding quality for both. here is another false dichotomy. teachers are either the singular solution to all of our problem, or they are criticized for failing to solve them single-handedly. we can make the better choice and recognize the teaching is an incredibly difficult job. dozens of decisions, hundreds every school day and thousand through the week. teacher preparation and development, we welcome their expertise and leadership in issues that affect students in classrooms each day. years, i havefew had countless conversations with teachers here and around the country. they talk about becoming teachers to become the best and help realize that potential.
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i also hear their frustrations paperwork and of hours wasted in unhelpful in-service meetings and ride by professional development sessions. i hear about how they create the paperwork and hoursinsights of trusted colleas who, having watched them work, suggest a different way to ask a question or a project that could replace -- and i remember how hard it is to find time to hone your craft when you cannot even carve out a minute to use the bathroom between classes. resources andmore the higher pay that they surely deserve, particularly those serving the highest needs of students. we also need to make sure they have the space and the richtunity, the preparation, quality professional development, collaboration time, career ladders to help them do the very they joined the fashion to do. quality, accountability, innovation, effective teaching,
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these are among the most important issues we argue about today in k-12 education policy. there are more issues we have not always had the courage to address. first, even successful strategies will fail without the funds to back them up. especially in the schools and where change is most needed. money is never the only answer but it doesn't matter. it pays for higher salaries for teachers and school counselors. it pays for building science labs and repairing a leaky roof. in districts all across the country, students who need the most still get the least. it is even worse when you look across district lines. many children into troy, chicago, or philadelphia, can only dream of having the types of public schools that their peers a few miles away and enjoy every day. federal dollars cannot begin to offset these inequalities. even a modest proposal to ensure
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that federal funds reach the hasents there meant for, faced fierce opposition inside the beltway. but that is just the start of the conversation we need to be having about equitable access to resources. it is not about one parent's child over another or one community's needs over another's. it is about choosing to invest in each other. --cannot build high enough from the children across town and across state lines. a commonon, we share destiny. it brings me to one more choice, between inclusion and segregation. some of the most charged topics in education, one we must confront, our nation and our world are growing more diverse and interconnected. we need to recognize that the multicultural makeup of the country is an asset and not a liability. we need schools that embrace
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diversity. diverse schools are great preparation for all students. ,hey help more children succeed health perspective and help prepare them to participate in the global workforce. i am convinced that the growing conflict in this country over race and religion and language would be profoundly reduce if our children were able to learn and play alongside classmates who were different from themselves, and if they regularly encountered teachers and leaders of color in their school. given the battles of recent years in k-12, the goals might seem tame by comparison. but we have hard work to do and hard choices to make. there is a growing bipartisan consensus toward increased access to preschools, as well there should be. but our choices do not end there. access alone is not enough. the harder work before us to --
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is to ensure consistent quality for all students. access to low quality programs is no access at all. we have seen similar momentum toward access to free community debt, to puttudent a college career within reach for every student. we must continue to invest in making college more accessible and affordable and that starts by refusing to turn back the clock to a time when tens of liens of dollars intended to help students went instead to wasteful subsidies for big banks. the nation as and disservice if we focus on access and affordability without also supporting completion. ,cross the country, some school from the university of new york's program, to georgia state and arizona state university, are doing whatever it takes to help more students of every background and role in college,
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stay on course, and earn their degrees, by providing personalized ongoing support. we need to push more colleges, more state systems, more state leaders, to step up and adopt such evidence-based practices. there are also schools that deceive students, derail and defraud families and tax it -- taxpayers. there is no place for those schools in america. we have cracked down on these predatory institutions and the work must continue. the most expensive degree is still the one you never complete, or the one not worth the paper it is printed on. none of the challenges i've mentioned today are easy. here is the thing. solving them is not a mystery. the answers are out there. wrote in recently reflections on the recent "the smartest countries
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tend to be those that have acted to make teaching more prestigious and selective, directed or resources to children, and rolled most children in high-quality preschools, help schools establish a culture of constant improvement, and applied rigorous consistent standards across all classrooms. need to look through the practices of our international competitors for all the answers. we have them close to home as well. that is why this administration has invested in i three, the innovation program, and the institution of sciences, together evidence of what is working, which meets the rigorous standards taken for granted in medicine and science. we need to continue to encourage innovation and use what we learn to keep improving and we do not need to wait for a brilliant scientific or technological discovery. instead, we need to act on evidence old late urgently and creatively -- create -- courageously.
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that means being united, from teachers in the classroom to business leaders, elected officials to union leaders, parents and also to community activists in balsam -- baltimore. we must all be a part of the solution we may disagree about tactics and strategies. but as advocates of public education, we cannot afford to disagree about the need to make the choices that reflect the best interests of students and push ahead bravely. for our children, it is literally a matter of life and death. it was for me, it was for herman, whose life was takenforn the street by a young man who was failed by schools is -- and society. it is for the dean'students today, when she helps students. all of you who have worked in school have stories similar to those. let them inspire you to also
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that will helps more young people know the and fewer the dean suffer the fate of herman. you can fight small battles tenaciously, or we can summon the collective will to work together on the big issues and with an even greater, fairer, more profit or its nation to pass on to future generations. when president obama visited selma to commemorate the 50th anniversary of that turning point in the fight for civil rights, he asked this question. what greater form of patriotism is there than the believe that america is not yet finished, that we are strong enough to be self-critical, that each successive generation can look upon our imperfections and decide it is in our power to remake this nation to closely align with our highest ideal?
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what i will doet when i will leave the administration but i can tell you this. whatever it is, i will choose to be the kind of patriot the president described. i ask all of you to join me. thank you so much. [applause] >> thank you. that was really terrific. i will kick it off with a couple of questions and then turn it to our audience to ask questions. to have soy excited many young leaders in the audience today. what advice to you have or them as they move forward in terms of engaging with state, local, federal policymakers around education issues? sec. king: i would remember our history. but in momentsed of challenge, it may seem like this is the greatest difficulty
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we have ever faced. it is important to remember what john lewis faced when he walked across the bridge. it is important to remember the ways in which this country's's history is really about expanding opportunity, with zigzag zags. evenve got to be resolute when it seems the forces are aligned against us. keep perspective about the difficulties of past generations that have been overcome. there are great things happening in schools and communities across the country. part of what we have got to do going forward is not only work at the federal level to ensure we build on the progress we have made and do not slip that courts, but we have also got to keep working at the state leaders to focus on service of focus, to get mayors to on how to ensure every kid in their city has access to quality preschool.
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there are things we can do at the state and local level even as we continue to fight a different set of battles. >> the next administration will have a different philosophy about education and different priorities. what is your hope for how they will move forward, particularly with respect to essa implementation? sec. king: i cannot say what the priorities of the next administration will be, but the task for them, whatever the party of the next administration, the task is how do you build on the progress of the last eight years? we have the highest graduation rate we have ever had because we significantly cut the dropout rate for african american .tudents that is progress to build on. the test for them will be how they build on the progress. four states, as the implement partnerships with the federal government, the task will be
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kidsmore kit -- are more in high needs schools getting access to classes question mark our kids who are chronically absent -- absent getting support? the measure of the next administration and implementation is the same. do we build on the progress and keep improving outcomes particularly for the most vulnerable kids. >> you spoken your speech about the importance of education from a civil rights standpoint. your office of civil rights last week released a report that showed a staggering number of complaints coming into it, about civil rights violations. 10 you speak a little bit to the great work being done during this administration? sec. king: yes. what is important for people to increase ofn complaints was in part a function of the good work being done, that people believe if you bring something to ocr, action will be taken that makes things
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better. i think about the issue of sexual violence on college campuses where ocr has led a cultural shift nationally, where now, higher leaders see it as their responsibility to make their schools safe. they are committed to that work regardless of what happens in the next administration. the culture has shifted and states are taking on a different level of responsibility beyond that work. we are hearing for more students on campuses because they know we are working to take action when we find that universities have not done a good job protecting their students and enforcing civil rights protection. similarly, if you think back to where we were on issues of the protection of lgbt students, nine years ago, we have done a lot of work to make sure kids are safe from bullying and harassment. all kids feel like school is a place where they are safe and welcome. and we still to do get complaints. folks know we will take action
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and reach resolution agreements with districts to get them to change policies. we have to work on rethinking discipline. we have school districts around who have had a pattern of disproportionate discipline for students of color. we just put out something about states that still allow corporate punishments in schools, state sanctioned violence against students. we have been active in saying when there is discrimination against students, we will respond and reach agreements with will respond and reach agreements with districts that change practices, requiring district to do different kinds of training for teachers on things like bias, and focus everyone's's attention on fair, safe policies in their school district. there is a lot of good work that has happened and there is an opportunity to keep building on the work going forward. there has been a culture shift and we are not going back. you talked about the importance of building evidence in education and i could not
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agree more with you that we need to have more of a cultural -- more of a culture around that. for the bushiority administration as well. it has had bipartisan support. do you feel like that is something that will be lasting into the next administration? what is the next important thing the next ministration can do to help solidify the culture shift? sec. king: there has been bipartisan support. you see it in the fast that they education and-- innovation research, is enshrined in essa bipartisan legislation. you see it in the way evidence has moved into the other areas of how the departments work. the programs that have a rich history of supporting first-generation college students and low income students getting to college. those programs now are working to build a greater evidence-based on what interventions work and that is shaping practice. the grant program we had in
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higher education is about evidence-based strategy. we are seeing not only the strategies payoff but we see other universities say that strategy is working around completion, particularly for low income students and students of color. is to next administration continue that investment and congress needs to continue that investment in building evidence. we need to maintain the research so of the we can have confidence in the quality of evaluations that are done. we have got to then take the evidence and use it to drive policy. you think about the work on early learning. we have countless studies that show the return on investment for high-quality early learning, 8-1, 9-1, and we are at a point where we have to ask, why are we not acting on the evidence? why do we only have 4% of our four euros in preschool programs?
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we have the evidence about what works and how we allow that to drive investment at the federal and state level. i will open it up to questions from the audience. does anyone have a question? >> hello, i am david smith of the guardian. what do you think is going to be the president policies outstanding legacy achievements from the past eight years, and how worried are you about whether it will survive a very different administration? secondly, what do you think of the arguments that your successor will not protect public schools? ultimately, think going back to something mentioned at the beginning, when the president came into the office and we were in the midst of an economic crisis, the president responded but he also said then a clear vision that
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strengthen public education would be vital to our country's's economic success and the success of our democracy, that we have to be able to do both, respond to crises and make smart long-term investments. you see that in the growth and quality in pre-k. 31 states have increased their investment in pre-k p you see that in k12 progress we have made with higher graduation rates. increased in the access to higher education and the improved affordability in higher education and the progress we are making around completion that we now need to take the scale. i think for the next administration, the question ultimately comes down to, will we build on the progress or will we retreat? we know what has happened if you look across the country, we know what has happened when state governors and legislators say we are going to reduce our investment in public education. it is diminished opportunity
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here in k12, in many states with public higher education, where they have disinvest it from public higher education. it is shortsighted. at the end of the day, he failed to invest in education, you failed to invest in your long-term economic future. vigilant to to be make sure the investment is there. that the investment in building evidence that carmel mentioned is there. we continue to focus on what works. , the onef the things legacy for the president, the other i mentioned is allowed -- around legacy, that the president has from the beginning a vision of education about ,quity and opportunity for all and we will have to be vigilant about that, making sure the next administration in the next congress protects the interests of our students for english language learners, students who are immigrants, undocumented, lgbt. that has been a part of the
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legacy of this education department from its inception. we are a civil rights agency and ,rotecting those civil rights the civil rights progress we have made, will be critical going forward. carmel: in the back. >> secretary king, you have been a great champion of social economic and racial diversity. i'm glad to hear you mention it today. i know there was an announcement yesterday. we face some great odds in the future on this issue with the next at restriction. what advice do you have for those of us who care about that issue moving forward? thoughts pa couple the program we announced yesterday will carry over into the next administration. it is a grant program that will allow partnerships of districts focused on how they increase
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socioeconomic and racial diversity. based on practices that you have talked about for decades now, things that are happening in louisville, kentucky, or cambridge, massachusetts, or connecticut. there is a lot they can learn from those places. volunteering locally led plans for school diversity. that grant program is already funded. there is legislation in congress modeled on the president's stronger together budget proposal that will support work on school diversity. the president proposed $29. that legislation was introduced by senator murphy from -- would love to see that move forward. realize the challenge there may be in persuading folks, but the evidence is clear that diverse schools have real academic benefit that also better prepare young people for the 21st-century economy. and to be good citizens in a diverse country.
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the other thing i would say is beyond the federal work, there is a real opportunity at the state and district level. states, as they implement the for -- how do do diverse schools respond to some of the challenges they are seeing? housingmade a choice, decisions that have resulted in racial and socioeconomic isolation in our kids and resulted in concentrating poverty in our schools. we know there are schools with concentrated poverty that can excel, but it is harder and it would be smart, i think, for states and districts to consider how they can work toward create -- creating greater racial diversity in schools. we see enthusiasm from parents, i think about new york city, and there are parents working today right this moment and teachers in new york city who are working
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right this moment to try and district --the pressure on the district to grid more socioeconomic and diverse schools. opportunity to continue to seize the momentum on a local level to drive policy change even as we continue to fight on a federal level. in the front. >> good morning. my question is, in your career as you work, particularly in schools with large immigrant populations, and you look at what has worked for them when it comes to getting those students ready for college, what do you think of some of the lessons that can apply to larger populations? i am speaking specifically as when you look at as we become income aree and low
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increase we going to be second-generation immigrants, what have you seen that has been particularly for the students that we are not tapping into? sec. king: great question. i think about the international schools network in new york city, doing amazing work with many students who are recent states. to the united they focus a lot on professional development for teachers. we know many teachers are not getting the preparation they need to work effectively with english learners. they focus on professional development and a lot of project-based and personalized learning so students have the opportunity to be maximally engaged in education. they are smart about leveraging students native language. a lot of promising example -- examples are emerging around the country. they are doing smart things to leverage the native language.
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i'm encouraged by the progress being made in california, saying that having two languages can be a huge asset and we all to be cultivating the asset. we should not see that as an obstacle. there is emerging research that there is a real cognitive and if it to speak multiple languages and we should seize on that. by literacy so we recognize that graduation how much of an asset it is bilingual. there is emerging research that there is a real cognitive and if that are some things working. particularly at this time, we we aret to ask how supporting immigrant students as they make the transition. so there is a level of socioemotional support, counseling support, mentoring from peers is important there. also being vigilant about issues of bullying and harassment. we have seen harassing against
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immigrants, muslim students. we have got to make sure students are vigilant. another thing i mention his parent engagement, which goes to a question you asked about the role. we have a midwestern city where latino students were significantly underrepresented in the stem program in high school. the question is why are those students so dramatically underrepresented? information only went home in english. latino parents who were not english speakers did not know this was an option for their recently, ifore you do not speak english, bring your own translator. the district has a responsibility to make sure translation services are available to families. ocr went in and reached an district toth the
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change those practices. parent engagement is important. that requires schools to be say, thel and not to one latino member of the staff will be his responsible for all the spanish translations, and the one staff will do all those translations. we have got to say as a community we are all the response for communicating with all families and helping them be engaged. >> good morning. principal at one of the charter schools in philadelphia and founder for the fellowship. what method would you give -- message would you give to high school students looking to use their activism and voice to address social justice issues? first, think about teaching. i love what you are doing with the fellowship in terms of trying to increase the number of
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men in color -- men of color. public schools and students of color, but only 18% of teachers are teachers of color. challenges including african-american and male teachers. what you are doing is creating a network that is supportive and i think that is critical. we need to say high school students who are excited about trying to make communities better, that teaching is a career for them and they should think about teaching. we should show them how rewarding and rich the career is. boardk about the national for professional teaching standards, it is not just something you do that is always the same. you have opportunities to learn and grow and continue to refine your career overtime. think we also need to say to young people, they have got to get educated. work done with her freedom school. i had the opportunity this summer to visit with her where
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she brings people together for freedom schools training. they trained teachers, college students from all over the country who teach in the summer school program. what she has to do with training is a tradition of the civil rights movement, that there was time to study, learn about the history of nonviolence, the history of past civil rights movements, the work of gandhi, so when you are engaged in your activism, you can be maximally impactful. you need to know a lot of decisions about police practice are made by mayors and city councils and that is the place you want to go to make sure the implement the toy for century task force recommendation. they need to know that local prosecutors and local das, those elections matter a lot because those folks make many of the decisions around sentencing and around plea agreements in so
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many criminal justice cases. they make a decision about whether a community adopts a program or not. part of the work with young people is making sure they get educated about how to be an effective activist and the structure of government so they know where they're loud voices can be most meaningful. last thing i will say is bring urgency. the challenges we face are real. too many times, i think young people are told to wait your turn or quiet down. we should be teaching on people to get loud and active and insist on opportunity not only for the kids you know, but insist on every kid having the ast shot in life and insist adults we take responsibility for a changing society so we make room for their leadership. carmel: here in the front.
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>> hello again. i am with the new york state league of women voters on the education finance specialist. with thetion has to do pros and the cons of the charter school movement. rollout in 20n it years in new york state, with all of the good things that of problems hasof the been the statistics show that schools do in fact cherry pick. they cherry pick english language learners and a cherry pick special needs students and percentages that are represented , not all because there are exemplary charters who are doing a good job of taking their fair share of such students, but the dilemma we worry about going forward with the new overwhelmingn is seems to be ignoring
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potential ocr violations. in the making. or already existing. one of our concerns is can the ocr enforcement structure be gutted, will it be, and what about within the office of education statistics collecting that allows the federal level to be aware of these percentages? sec. king: seems to be ignoring potential ocr violations. a couple quick observations on the charter point. authorizing matters a lot. we look across the country and there are states when the --rter authorizes delinquency, not taking the responsibility to ensure the serving diverse student populations, the charters are serving english learners and students with
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disabilities. we need charter to do a good job and we need to be active in the state legislative discussions so that charters do the right thing and authorizer's hold students accountable if they are doing the wrong thing. toond on that, we have got lift of examples of schools doing the right thing. you mentioned schools committed to serving, english learners taking students who face significant challenges and helping them to overcome the schools focused on serving homeland students for example. we have got to lift up those and say that is where we need the sector to go. we also need to be vigilant about the same points industry schools. there was a new york times article recently about new york city charters and the percentage of homeless students that they serve. havingng that struck me spent a lot of time in new york and growing up in the -- in
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brookland, there are some -- brooklyn, there are some business goals that have virtually no homeless students because the city may school assignment decisions that concentrate a disproportionate number of homeless students in some schools and have other that feelchools almost identical to the most exclusive, isolated, affluent suburban communities. we have got to be vigilant in the charter sector. it is a false dichotomy we have to reject you to make school -- make sure all schools are serving populations of students and that districts ensure they are not concentrate students with the greatest challenges in the smallest subset of schools. know, manypoint, you things that ocr works on our statutory protections that were won over generations of advocacy.
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we have got to make sure the laws stay in place and stay active to protect those laws. we need to make sure there are resources there even as the number of complaints have gone up and we have fewer staff and we did years ago and there is a gap in our capacity to respond to complaints. we have got to be vigilant thats all the agencies civil rights protection is not a partisan issue. it is a fundamental responsibility of the federal government. everyone in this room needs to be active. i do not know what the next administration will do. if you look historically, previous administrations that have not been sufficiently aggressive on civil rights protections, it was advocates protect the help laws that are so important. it is advocates insisting to the administrations do
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right thing. we have got to stay active. carmel: one more question, you have been waiting patiently in the front. >> i'm with the national association for alternative certification. i work with respective teachers, a lot of whom are prospective career changers. thoughts onget your support for money for alternative programs. ,ou bring in these stem people and i would love to see a national movement of near retirees going into teaching. sec. king: i think there is in a pool potential of teachers who have had other experiences. the key questions for them with our new teachers, are they getting good preparation and are they getting preparation that matches the needs of the schools they enter? quick examples. we talked earlier about our new
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teachers get a preparation with english learners? increasingly, english learners are present in suburban communities and rural communities and many teachers did not have intensive preparation. that is a problem. less and that's a problem. number two is working with diverse student populations. getting reparation are struggling with. preparation remedies of the greatities -- there was a program funded through race to the top, clinically rich teacher preparation with a residency which is a great way for folks to get to know their students in school. they had a requirement that before you started your residency, you would do a summer internship in a community-based organization in the same community where your student teacher residency would be.

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